Radicalizing Theory and Vygotsky: Addressing Crisis Through Activist-Transformative Methodology

In this paper, I discuss the topic of crisis and, more centrally, focus on methodologies to address it. My argument is that the methodology most useful to moving forward with research (including theorizing), especially at this time of crisis, is to clearly connect this work to, and embed it within, the ongoing sociopolitical struggles on the ground via contributing to, and taking a stance on, these struggles. This includes going to the roots of conflicts these struggles address, as the term radical implies. Arguably, this is the path to turning research into a critical/radical —and thus, also and simultaneously, theoretical/practical —work directly relevant to real-life issues and concerns. This is especially pertinent during the times of crisis since such times demand not only having a critical lens in order to interrogate the status quo but also, and more to the point, being decisive (as the word “crisis” implies), that is, ready and resolute to take a stand, stake a claim, and make a commitment to a particular future. I draw on Vygotsky’s methodology (grounded in Marxism) and expand it in several ways, including through the notion of ethico-ontoepistemology, to advance an activist-transformative methodology . In developing it, I draw on the scholarship of resistance by scholars of color and others who pursue activist agendas and connect to struggles on the ground. To preface this approach, I contrast it with what I term scholastic approaches to historical legacies.